Promoting Special Education Preservice Teacher Expertise

Leko, Melinda M.; Brownell, Mary T.; Sindelar, Paul T.; Murphy, Kristin M.

doi:10.17161/foec.v44i7.6684

Cited by 34 publications

(10 citation statements)

References 37 publications

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“…The findings suggested that the use of technology and emphasis on learning styles are potential to enhance understanding, which are also in line with other past studies (Leko et al, 2012); Ross & Lukow, 2004;Tsoi, Goh, & Chia, 2005). In addition, the improvement of ICT skills and higher-order thinking skills (after the integration of WQPKes) in this study is in parallel with findings from Leko et al (2012).…”

supporting

confidence: 90%

The Effectiveness of Health Education Learning Module Based on WebQuest Among Special Education Instructors

Ujang¹,

Alias²,

Jamaludin³

et al. 2018

ICSAR

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The WQPKes Module for Special Education Instructors is a learning platform with WebQuest, in helping to increase the instructors' learning experiences in Health Education. In measuring its effectiveness, this module was implemented and tested in the PDK in Gombak, Malaysia. Under the Department of Social Welfare, Malaysia PDK is established in a community to help people with disabilities (PWDs) in providing early interventions and rehabilitation services. This study focussed on food and nutrition topic in WQPKes module. This study employed an exploratory implementation design which incorporated a quasi-experimental research design. The findings showed that the instructors' knowledge on all elements in food and nutrition has improved after the implementation of this module. Potentially, this module could be implemented in other PDKs in Malaysia.

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supporting

confidence: 90%

The Effectiveness of Health Education Learning Module Based on WebQuest Among Special Education Instructors

Ujang¹,

Alias²,

Jamaludin³

et al. 2018

ICSAR

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show abstract

“…Future research agendas on professional development using technology should include rigorous scholarship that references appropriate theory as well as research designs and measurement instruments that provide adequate internal and external validity (Leko, Brownell, Sindelar, & Murphy, 2012;Sindelar, Brownell, & Billingsley, 2010).…”

Section: Use Of Video In Professional Developmentmentioning

confidence: 99%

A Multimedia Tool to Deliver Professional Development of Vocabulary Instruction

Ely

Pullen

Kennedy

et al. 2015

J Spec Educ Technol

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Supporting teachers' implementation of evidence-based vocabulary practices with fidelity during instruction is critical. In this study, researchers investigated a multimedia-based intervention that integrates a modeling video and a Content Acquisition Podcast (i.e., video plus CAP) to teach elementary teachers how to implement a vocabulary intervention to students performing below grade level. The video plus CAP tool was created based on theories of cognitive learning. Researchers observed teachers during a four-week span following professional development using this intervention. Results demonstrated that teachers consistently increased their use of practices associated with an evidence-based vocabulary intervention. The video plus CAP tool has promising implications for teacher professional development as a way of bridging the research to practice gap.

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“…When combined with other critical features (e.g., well-aligned course and well-supervised field work) associated with quality preparation (Brownell, Ross, Colon, & McCallum, 2005;Leko, Brownell, Sindelar, & Murphy, 2012), eCoaching, formerly referred to as virtual coaching, through advanced online bug-in-ear (BIE) technology may play a vital role in developing effective teachers. Drawing on seminal definitions of clinical supervision in psychotherapy and clinical services (Gallant & Thyer, 1989;Hess, 1980), we broadly define eCoaching as a relationship in which one or more persons' effective teaching skills are intentionally and potentially enhanced through online interactions with another person.…”

mentioning

confidence: 99%

How Are They Now? Longer Term Effects of eCoaching Through Online Bug-In-Ear Technology

Rock

Schumacker

Gregg

et al. 2014

Teacher Education and Special Education

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Abstract:In this study, using mixed methods, we investigated the longer term effects of eCoaching through advanced online bug-in-ear (BIE) technology. Quantitative data on five dependent variables were extracted from 14 participants' electronically archived video files at three points in time-Spring 1 (i.e., baseline, which was the first semester of enrollment without eCoaching feedback), Spring 2 (i.e., 1 year later with eCoaching feedback), and Spring 3 (i.e., 2 years later after exiting the program without eCoaching feedback). Qualitative data were collected by means of interviews with participants regarding their ongoing participation in eCoaching. Quantitative analysis, using repeated-measures ANOVA, confirmed initial improvements in participants' teaching practices and P-12 student engagement generally withstood the test of time. Also, qualitative findings indicated, as time went on, participants had more positive than negative attitudes toward eCoaching through advanced online BIE.

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Promoting Special Education Preservice Teacher Expertise

Cited by 34 publications

References 37 publications

The Effectiveness of Health Education Learning Module Based on WebQuest Among Special Education Instructors

The Effectiveness of Health Education Learning Module Based on WebQuest Among Special Education Instructors

A Multimedia Tool to Deliver Professional Development of Vocabulary Instruction

How Are They Now? Longer Term Effects of eCoaching Through Online Bug-In-Ear Technology

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